Gillian Ray Skyrme’s thesis (2008) on the experience of international students studying at a tertiary level in New Zealand (to improve their English and to gain qualifications) makes interesting reading. Expectations, emerging issues and change for Chinese international students in … Continue reading →

“Mana Atua, which is about personal wellbeing, recognises the mauri within people, other creatures, and inanimate objects (p.20 Te Whariki, 1996). Intrinsic to the development of Mana Tangata, the development of confidence to contribute to life, are concepts of ‘the spirit … Continue reading →

In their argument for the inclusion of kaupapa Maori theory and practice in mainstream schools, Bishop and Glynn discuss the importance of both narrative and metaphor and the impact of these on teaching practice. They write: “Narrative pedagogies provide one … Continue reading →

(The full document is available online at the United Nations website) Article 3 Indigenous peoples have the right to self-determination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development. Article 5 … Continue reading →

I know the early childhood curriculum, Te Whariki, is now overdue for review, but meanwhile… I like Jenny Ritchie’s description of its depiction of responsibilities to Maori and the Treaty of Waitangi. She writes: “Te Whariki … recognises that since … Continue reading →

In a speech given by Mason Durie (Rangitane, Ngati Kauwhata, Ngati Raukawa) in 2001, he outlined some goals for Maori education (refer earlier blog). He also observes that: “One of the more contentious issues for education in New Zealand is … Continue reading →

A post by Louise Thomson on the National Library caught my eye: She writes (and I hope she won’t mind my reproducing it – worthwhile stuff!): – scaffolded – variation on a theme – using a variety of resources (both people and things) … Continue reading →